UN Agencies Technical Committee

June 2007Douglas S McCall

Introduce four sub-tracks Discuss why context matters, really

matters Identify some differences in four contexts Suggest follow ups in four areas

(networking, communities of practice, practical uses of technology in knowledge exchange, research and development)

Don’t smoke Eat healthy Be active Drink water Stay out of the sun etc

Don’t smoke Eat healthy Be active Drink water Stay out of the sun

Don’t be born poor. Don’t live in a poor

community. Get a high-paying,

interesting job. Marry well. Don’t lose your job.

Communities of practice

Networking

Maximize practical uses of technology

Develop and exchange knowledge

Network (loose, informal, messy - of other networks) Members from countries (3 per), regional networks &

agency offices, language, issue-based, research centres, international agencies, regrouping of countries (high, medium, low, mega) and schools reflecting communities of practice

Networking (side mtgs. at conferences), online collaboration (web sites, email, skype, wiki, blog, webinar, facebook) and knowledge dev (books, comparative studies, country portraits & case studies)

www.internationalschoolhealth.orghttp://internationalschoolhealth.blogspot.com

Low income countries Low income communities Aboriginal communities Disrupted communities

Only a beginning, not the end of the process

Determinants or disadvantages

Comfortable Canada, uncomfortable in some countries

Good enough is not good enough

School Health Promotion is a professional concept developed in several countries that must be redefined in every community and every school to be effective(Educators have their own, so do law, environment, development, human rights/racism)

How that concept is developed, implemented and sustained will depend on the historical, social and economic context (eg Europe, US, Canada, Australia, Latin America, low income countries, aboriginal communities etc)

Flay Stokol Fullan Hargreaves

In Canada In the world Basic policy/program dilemma at all

levels

Create and maintain networks Create communities of practice, seek

continuous improvement, build capacity over time

Make good use of technologies Conduct targeted research and

knowledge exchange

Organize to hear the voices from the margins

Recognize limits of school’s influence on SES, war/peace/conflict while still demanding accountability

Use different forms of knowledge

Establish links with other initiatives such as Soc Determinants, aboriginal,

Issues: many, different, see next slide Approach: Access to primary education,

basic literacy, delivery of cost-effective public health services

Capacities: the school as the centre of the community, respect for teachers

Actions to support:

Access to and effective basic education

Schools construction, clean water, sanitation teacher training,

Basic literacy, completion of primary school

Role of faith communities, private sector

H & S Issues Basic hygiene School feeding Girls education Trades education Basic health literacy Parasites, malaria,

Issues:Approach: Completion of secondary education, basic health literacy and health careers, delivery of health, social services

Capacities: schools as safe havens Actions to support:

Equity in Opportunity or Result

Literacy, numeracy, Completing secondary

school School renovation,

clean water, safe transportation

parasites

H & S Issues Gangs, violence, FASD family violence, neglect Substance abuse After school programs School meal programs Parent resource centres Head start programs

Issues:Approach: Completion of secondary education, basic health literacy and health careers, cultural relevance and colonization, traditional knowledge and community as family

Capacities: schools as centres of renaissance, community elders are better organized

Actions to support:

Access to Ed Result Completion of high

school Vocation and trades Cultural relevance of

school practices, curriculum, materials

Governance issues

H & S Issues Suicide prevention Child abuse/neglect School meal programs Aftermath of

colonization Chronic diseases,

genetic diseases,

Pacific Islands Generalized “we” Indirect and implied Diplomacy valued Seeks consensus “yes” means harmony Contextual, relational

Western world Assertive “I” Direct and frank Debate valued Seeks compromise “yes” means agreement Linear, analytical

Issues:Approach: Completion of secondary education,

Capacities: schools as centres of reconstruction (often only place to start)

Actions to support:

Access Issues School reconstruction Clean water, safe

buildings Emergency response

and preparedness Role of development

org’s

H & S Issues Ethnic conflict Safety from looting Lawlessness Stress, trauma, anger Peace & global

education, human rights Environmental

education

Cooperation

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